本文選題：翻轉(zhuǎn)課堂　切入點：韓國高中　出處：《沈陽師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：隨著翻轉(zhuǎn)課堂這一教學(xué)模式的興起,越來越多的國內(nèi)外專家學(xué)者開展了針對翻轉(zhuǎn)課堂本體與應(yīng)用的全方位研究。針對對外漢語教學(xué)的應(yīng)用研究也日益增多,但是專門針對韓國高中漢語口語教學(xué)的卻幾乎沒有。翻轉(zhuǎn)課堂獨特的課前知識傳授,課中知識內(nèi)化的教學(xué)模式與對外漢語口語教學(xué)的“精講多練”原則不謀而合,恰好能解決現(xiàn)階段韓國高中口語教學(xué)存在的一些問題。本文在梳理前人關(guān)于翻轉(zhuǎn)課堂本體研究、應(yīng)用研究的基礎(chǔ)上,針對韓國高中生與漢語教師進(jìn)行問卷調(diào)查,了解到當(dāng)前韓國高中生口語學(xué)習(xí)與韓國高中口語教學(xué)存在的一些問題,在對翻轉(zhuǎn)課堂與韓國高中漢語口語教學(xué)結(jié)合的可行性與必要性進(jìn)行分析過后,于筆者進(jìn)行教學(xué)實習(xí)的韓國高中進(jìn)行了為期一學(xué)期的教學(xué)實踐活動,并取得了令人滿意的結(jié)果,可以解決調(diào)查問卷中發(fā)現(xiàn)的幾個問題。本文共分為五個部分:第一部分,闡述了本文的選題背景及選題意義,梳理了翻轉(zhuǎn)課堂的相關(guān)研究現(xiàn)狀,包括本體研究,如翻轉(zhuǎn)課堂的含義、起源與發(fā)展、特點及授課流程,應(yīng)用研究,以及韓國高中口語教學(xué)的研究,在整理已有研究結(jié)果的基礎(chǔ)上,提出了本文的相關(guān)研究工作及創(chuàng)新之處。第二部分,通過針對韓國高中生和漢語教師發(fā)放調(diào)查問卷的方式,針對韓國高中生漢語口語學(xué)習(xí)情況及韓國高中漢語口語課堂教學(xué)情況進(jìn)行調(diào)查分析,了解到韓國高中漢語口語教學(xué)的一些現(xiàn)狀及存在的問題。第三部分,整理通過問卷調(diào)查發(fā)現(xiàn)的現(xiàn)階段韓國高中口語教學(xué)中存在的問題,包括學(xué)習(xí)需求與學(xué)習(xí)興趣的問題、教學(xué)內(nèi)容與教學(xué)方法的問題、課堂氣氛與教學(xué)效果的問題、教材編寫與教材使用的問題,并嘗試著進(jìn)行了原因分析,從課程設(shè)置與教材編寫的限制、漢語客觀使用環(huán)境與學(xué)生主觀學(xué)習(xí)意識的限制、教師教學(xué)意識與教學(xué)方法方面的限制等三方面進(jìn)行分析。第四部分,從課程、學(xué)生與教師、環(huán)境與教學(xué)資源等三個方面進(jìn)行翻轉(zhuǎn)課堂應(yīng)用于韓國高中口語課的可行性分析,并以有利于提升學(xué)生學(xué)習(xí)興趣、優(yōu)化教師教學(xué)方法、改善課堂教學(xué)效果、教材的充分運用等四個方面進(jìn)行翻轉(zhuǎn)課堂應(yīng)用于韓國高中口語課的必要性分析。第五部分,介紹翻轉(zhuǎn)課堂在韓國高中口語教學(xué)中的實施,包括課前知識傳授階段與課中知識內(nèi)化階段,并分享教學(xué)實踐活動的部分經(jīng)驗,最后對于筆者的教學(xué)實踐活動進(jìn)行評價與反思。
[Abstract]:With the rise of flipping classroom teaching mode, more and more experts and scholars at home and abroad have carried out all-round research on the Noumenon and application of flipping classroom, and the applied research on teaching Chinese as a foreign language is increasing day by day. However, there is almost no one dedicated to oral Chinese teaching in high schools in South Korea. The unique pre-class knowledge teaching in the flipping classroom, the teaching mode of internalizing knowledge in the class coincides with the principle of "talking and practicing more" in oral Chinese teaching as a foreign language. It can solve some problems in oral teaching of Korean senior high school at this stage. Based on the previous researches on overturning classroom ontology and applied research, this paper makes a questionnaire survey on Korean senior high school students and Chinese teachers. After understanding some problems existing in oral learning and teaching of Korean senior high school students at present, after analyzing the feasibility and necessity of the combination of flip class and oral Chinese teaching in Korean senior high school, The Korean senior high school, where the author is teaching practice, has carried on the teaching practice for one semester, and has achieved satisfactory results, which can solve several problems found in the questionnaire. This paper is divided into five parts: the first part, This paper expounds the background and significance of the topic selection, combs the related research status of flipping classroom, including ontology research, such as the meaning, origin and development, characteristics and teaching process, application research of flipping classroom. And the study of oral English teaching in Korean senior high school, on the basis of sorting out the existing research results, put forward the relevant research work and innovation of this paper. The second part, through the way of issuing questionnaire to Korean high school students and Chinese teachers, Based on the investigation and analysis of Korean senior high school students' oral Chinese learning and the teaching situation of Korean senior high school students' oral Chinese, the author finds out the present situation and existing problems of Korean senior high school Chinese spoken language teaching. Sorting out the problems existing in oral teaching in senior high schools in Korea at the present stage, including the problems of learning needs and interests, teaching contents and teaching methods, classroom atmosphere and teaching effects. This paper tries to analyze the reasons for the compilation of textbooks and the use of textbooks, including the limitations of curriculum and textbook compilation, the limitation of objective use of Chinese and the students' subjective learning consciousness. In part 4th, the author analyzes the feasibility of overturning classroom in Korean senior high school oral class from three aspects: curriculum, students and teachers, environment and teaching resources. It also analyzes the necessity of flipping classroom application in Korean senior high school oral class from four aspects: promoting students' interest in learning, optimizing teachers' teaching methods, improving classroom teaching effect, and making full use of teaching materials. Part 5th, This paper introduces the implementation of flip classroom in Korean senior high school oral teaching, including the stage of knowledge imparting before class and the stage of knowledge internalization in class, and shares some experiences of teaching practice activities. Finally, the author evaluates and reflects on his teaching practice activities.
【學(xué)位授予單位】：沈陽師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.3;G434

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 嚴(yán)文法;包雷;李彥花;;國外“翻轉(zhuǎn)課堂”教學(xué)模式的理論與實踐探析[J];電化教育研究;2016年11期

2 卜彩麗;張寶輝;;國外翻轉(zhuǎn)課堂研究熱點、主題與發(fā)展趨勢——基于共詞分析的知識圖譜研究[J];外國教育研究;2016年09期

3 胡立如;張寶輝;;翻轉(zhuǎn)課堂與翻轉(zhuǎn)學(xué)習(xí):剖析“翻轉(zhuǎn)”的有效性[J];遠(yuǎn)程教育雜志;2016年04期

4 趙紅霞;高永超;;國外翻轉(zhuǎn)課堂教學(xué)實踐分析[J];兵團(tuán)教育學(xué)院學(xué)報;2016年03期

5 金陵;;對“翻轉(zhuǎn)課堂”的再認(rèn)識[J];中國信息技術(shù)教育;2016年11期

6 劉晶晶;關(guān)英明;;翻轉(zhuǎn)課堂應(yīng)用于對外漢語文化教學(xué)的可行性分析[J];遼寧教育行政學(xué)院學(xué)報;2016年01期

7 耿俊;;淺論微課、慕課、翻轉(zhuǎn)課堂的特點及在本科院校的應(yīng)用[J];教育教學(xué)論壇;2015年50期

8 蔡寶來;張詩雅;楊伊;;慕課與翻轉(zhuǎn)課堂:概念、基本特征及設(shè)計策略[J];教育研究;2015年11期

9 龍藜;;“翻轉(zhuǎn)課堂”教學(xué)模式與對外漢語口語教學(xué)[J];海外華文教育;2015年04期

10 孫瑞;孟瑞森;文萱;;“翻轉(zhuǎn)課堂”教學(xué)模式在對外漢語教學(xué)中的應(yīng)用[J];語言教學(xué)與研究;2015年03期

相關(guān)碩士學(xué)位論文 前10條

1 溫馨;“翻轉(zhuǎn)課堂”教學(xué)模式下對外漢語口語課教學(xué)設(shè)計[D];哈爾濱師范大學(xué);2016年

2 蒲思文;韓國中學(xué)生初級口語課堂設(shè)計初探[D];吉林大學(xué);2015年

3 鄧曉娟;翻轉(zhuǎn)課堂教學(xué)模式的設(shè)計及應(yīng)用策略研究[D];華東師范大學(xué);2015年

4 趙鑫;翻轉(zhuǎn)課堂模式在對外漢語寫作教學(xué)中的應(yīng)用[D];重慶大學(xué);2015年

5 張雯倩;韓國中學(xué)漢語口語分組訓(xùn)練的課堂設(shè)計[D];沈陽師范大學(xué);2014年

6 陳曉菲;翻轉(zhuǎn)課堂教學(xué)模式的研究[D];華中師范大學(xué);2014年

7 楊雪;韓國高中漢語口語教學(xué)現(xiàn)狀的調(diào)查及因應(yīng)策略[D];沈陽師范大學(xué);2013年

8 樸汝晉;多媒體在韓國高中漢語口語教學(xué)中的應(yīng)用研究[D];山東大學(xué);2011年

9 金玉順;任務(wù)型教學(xué)法在韓國高中漢語口語課堂中的應(yīng)用研究[D];山東師范大學(xué);2011年

10 金寶美;韓國初中漢語發(fā)音教學(xué)分析與設(shè)計[D];遼寧大學(xué);2011年

，

本文編號：1604291